scholarly journals A STUDY ON THE TESTING AND EVALUATION QUESTIONS IN THE T.R. HISTORY OF REVOLUTION AND ATATURKISM TEXTBOOKS IN THE 8TH GRADE ACCORDING TO THE REVISED BLOOM TAXONOMY

Kesit Akademi ◽  
2021 ◽  
Vol 28 (28) ◽  
pp. 21-58
Author(s):  
Osman AKHAN ◽  
Ahmet ÖZTÜRK
Keyword(s):  
8Th Grade ◽  
History Of ◽  
Bloom Taxonomy ◽  
Testing And Evaluation

scholarly journals The Use of History of Mathematics in the Mathematics Classroom: An Action Study

2020 ◽  
Vol 8 (2) ◽  
pp. 92 ◽  
Author(s):  
Suphi Önder Bütüner ◽  
Adnan Baki
Keyword(s):  
Mathematics Classroom ◽  
History Of Mathematics ◽  
Structured Interviews ◽  
Grade Levels ◽  
Beliefs About Mathematics ◽  
Multiple Data ◽  
Instructional Environments ◽  
8Th Grade ◽  
History Of ◽  
Everyday Problems

In this action study, instructional environments were enriched with activities related to the history of mathematics in order to deepen students’ beliefs about mathematics and reveal for them fun, interesting, and useful activities. The study enrolled twenty-four 8th-grade students. Data were collected by using multiple data collection tools. The data regarding the students’ beliefs about mathematics were collected via written opinion forms and semi-structured interviews. Prior to the study, the students perceived mathematics as a branch of science that is closed to development and did not know why or how it flourished. After the study, they stated that mathematics is open to development and is used to solve everyday problems. The study revealed a decrease in students’ absolutist beliefs about mathematics, and students found math fun and interesting as a result of engaging in activities that promote active problem-solving. In the future, other action studies involving the history of mathematics may be used to teach different topics at different grade levels.

scholarly journals Pengembangan Perangkat Pembelajaran Lingkaran SMP Kelas VIII dengan Suplemen Materi History of Mathematics (HOM)

2015 ◽  
Vol 10 (2) ◽  
pp. 211
Author(s):  
Tri Hidayati ◽  
Djamilah Bondan Widjajanti
Keyword(s):  
High School ◽  
Junior High School ◽  
Qualitative Data ◽  
Junior High ◽  
History Of Mathematics ◽  
Lesson Plans ◽  
Design Development ◽  
8Th Grade ◽  
History Of ◽  
Analysis Design

Tujuan penelitian ini adalah menghasilkan perangkat pembelajaran lingkaran SMP Kelas VIII dengan suplemen materi History of Mathematics (HoM) yang terdiri dari RPP dan Modul yang memenuhi kriteria valid, praktis, dan efektif. Model pengembangan ynag digunakan adalah model ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Analisis data kevalidan dan kepraktisan dilakukan dengan cara mengkonversi skor empiris yang diperoleh menjadi data kualitatif skala lima. Analisis keefektifan dilakukan dengan cara menentukan persentase banyak siswa yang mencapai kategori minimal tinggi untuk angket dan menentukan persentase ketuntasan siswa pada tes prestasi belajar. Berdasarkan hasil validasi, RPP dan Modul yang dikembangkan memenuhi kriteria valid dengan kategori sangat baik. RPP dan Modul yang dikembangkan praktis dan efektif. Kepraktisan perangkat pembelajaran yang dikembangkan mencapai kategori sangat baik berdasarkan hasil observasi keterlaksanaan pembelajaran dan penilaian guru, modul mencapai kategori baik berdasarkan respon siswa. Perangkat pembelajaran juga efektif ditinjau dari motivasi, rasa ingin tahu, dan prestasi belajar siswa.Kata Kunci: pengembangan, perangkat pembelajaran, History of Mathematics Developing Circle Instructional Kits of 8th Grade Junior High School with the Supplement of History of Mathematics (HOM) Material AbstractThis research aims to produce the circle instructional kits for 8th grade Junior High School with the supplement of history of mathematics (HoM), consists of lesson plans and module. The developing model was ADDIE’s model (Analysis, Design, Development, Implementation, and Evaluation). The validity and practicality of the data were analyzed by converting the empiric scores obtained into five scale qualitative data. The effectivity was analyzed by determining the percentage of students who reached minimally high category of the questionnaires and determining the percentage of student’s completeness in the achievement test. Based on the validation result of lesson plans and module which have been developed, they include in valid criteria with very good category. Lesson plans and module which have been developed are practical and effective. The Practicability of instructional kits that are developed reach very good category that based on observation result of lesson implementation and teacher’s evaluation, the module reaches good categoty that based on students’ response. Instructional kits also effective based on students’ motivation, curiosity, and achievement.Keywords: development, instructional kit, History of Mathematics

HISTORY OF DISPERSANT DEVELOPMENT: A DISPERSANT TIMELINE

2005 ◽  
Vol 2005 (1) ◽  
pp. 643-645 ◽  
Author(s):  
Zeke Lyons ◽  
Xochitl Castaneda
Keyword(s):  
Oil Spill ◽  
Chemical Substances ◽  
The Us ◽  
National Science ◽  
History Of ◽  
Science Community ◽  
Oil Spill Dispersants ◽  
The U.S ◽  
Testing And Evaluation

ABSTRACT Initial experiences with oil spill dispersants were less than positive somewhat due to the fact that dispersants began their evolution as chemical substances that were perhaps more toxic than the oil that they were intended to disperse. Through time, however, dispersants were formulated to become less toxic. Beginning with caution, testing and evaluation though the U.S. national science community, then through public workshops and hearings, the US began the process of integrating dispersant usage into its repertory of response technologies.

scholarly journals STUDYING THE WORKS OF F.M. DOSTOEVSKY IN A MULTICULTURAL ENVIRONMENT

2021 ◽  
pp. 91-96
Author(s):  
Е.А. Федорова
Keyword(s):  
The Novel ◽  
Crime And Punishment ◽  
9Th Grade ◽  
Multicultural Environment ◽  
10Th Grade ◽  
Last Judgment ◽  
8Th Grade ◽  
History Of ◽  
The Dead ◽  
Autobiographical Work

В статье предлагается система занятий, направленная на осуществление аксиологического подхода к творчеству Ф.М. Достоевского. В 8-м классе изучается повесть «Неточка Незванова», в 9-м классе происходит знакомство с одной сюжетной линией романа «Преступление и наказание» – историей семьи Мармеладовых. Обращение к Евангелию позволит понять тему Страшного суда, идею спасения и воскресения. В 10-м классе учащиеся знакомятся с понятием доминанты А.А. Ухтомского – направленности личности, что позволит объяснить Петербург Раскольникова, его теорию и его идеологическое преступление. Рассказ о Двойнике и Собеседнике (учение А.А. Ухтомского) поможет понять, почему происходит отторжение Раскольниковым Лужина и Свидригайлова, в которых он видит своего Двойника, и почему Раскольникову необходимо общение с Соней Мармеладовой, которая становится его Собеседником. Эпилог романа можно соотнести с «Записками из Мертвого дома» Ф.М. Достоевского, автобиографическим произведением. Завершить изучение творчества Достоевского предлагается программным рассказом «Сон смешного человека». A system of classes aimed at implementing an axiological approach to the work of F.M. Dostoevsky is proposed. In the 8th grade, the story Netochka Nezvanova is studied, the story of the musician Efimov correlates with the gospel parable about talent. In the 9th grade there is an acquaintance with one storyline of the novel Crime and punishment – the history of the Marmaladov family. Turning to the gospel will help you understand the theme of the Last Judgment, the idea of salvation and resurrection. In the 10th grade familiarity with the concept of dominant by A.A. Ukhtomsky – the orientation of the personality – will help to explain Raskolnikov's Petersburg, his theory and his ideological crime. The story about the Double and the Interlocutor (the teachings of A.A. Ukhtomsky) will help you understand why Raskolnikov rejects Luzhin and Svidrigailov, in whom he sees his Double, and why Raskolnikov needs to communicate with Sonya Marmeladova, who becomes his Interlocutor. The epilogue of the novel can be correlated with The House of the Dead by F.M. Dostoevsky, an autobiographical work. To complete the study of Dostoevsky's work, you can use the program story «The Dream of a Ridiculous Man».

Building Foundations for Reading Success

2013 ◽  
Author(s):  
Janet Allen ◽  
Christine Landaker
Keyword(s):  
Struggling Readers ◽  
Colonial America ◽  
Background Knowledge ◽  
Content Standards ◽  
Instructional Decisions ◽  
Trade Books ◽  
Historical Texts ◽  
Reading Success ◽  
8Th Grade ◽  
History Of

At a time when districts have mandated coverage of elaborate lists of content standards, most teachers are feeling the challenge of covering so much material with students who come to class lacking the interest, background knowledge or content language necessary for reading historical texts. An additional challenge affects our instructional decisions when we also must work with students who have no sense of the time and place in which they live. Christine’s 8th grade classroom offers us a great example of how difficult it is to teach, or even to know where to begin, when this combination of problems occurs. Christine and her students had just begun a unit on Colonial America, and Christine worked with her students to generate a list of information they would need to find in order to be experts on what life was like in one of the three Colonial regions. After generating their lists, students used three sources to create their descriptions of life in Colonial America: A History of US, the district-adopted textbooks, and related supplemental trade books. Imagine Christine’s surprise when one group of experts reported that colonists traveled by whores and communicated via cell phones! On days like this, we are reminded of how important it is to build background knowledge with students before asking them to read, write, or conduct research. Even our best students struggle to understand concepts that seem far removed from their lives, and our most struggling readers are often so overwhelmed they do not even attempt to read their assignments. As content teachers, we have four broad tasks:… • Assessing the knowledge base students bring to the study • Providing students with experiences that give them a rich and memorable context for their reading • Anticipating words and concepts that may make reading difficult • Helping students develop questions they would like to answer so that they have a purpose for reading… As we were writing this book, Christine reminded me just how important it is simply to ask students what they already know—before beginning teaching. She said she often starts class by writing the following statement on the board: “What do you already know or think you know about ___________?” She then records students’ answers on a chart or transparency.

scholarly journals Comparison of social studies, Turkish Republic Revolution History and Kemalism, History of Kazakhstan and World History curricula in the secondary education in Turkey and the Republic of Kazakhstan

2016 ◽  
Vol 13 (1) ◽  
pp. 532
Author(s):  
Lyazzat Beisenbayeva ◽  
Yücel Gelişli
Keyword(s):  
Social Sciences ◽  
Secondary Schools ◽  
World History ◽  
Economic Structure ◽  
Turkish Republic ◽  
Science And Art ◽  
8Th Grade ◽  
History Of ◽  
The Republic ◽  
Republic Of Turkey

The aim of this study is to make a comparison between history topics in Social Sciences course, Ataturk's Principles and History of Turkish Revolution course in secondary schools in Turkey and History of Kazakhstan and World History courses in secondary schools in Kazakhstan. This study that has adopted qualitative research methods is a comparative educational research. Data has been collected through data analysis method. In the study, the curriculum of Social Sciences course and Ataturk's Principles and History of Turkish Revolution course in secondary schools in Turkey and the curriculum of History of Kazakhstan and World History courses in secondary schools in Kazakhstan have been compared in terms of objectives, content and weekly course schedule.<br />Findings show that subject that is based on historical content take place as units in 5th, 6th and 7th grade Social Sciences course. Social Sciences course is three hours per week for 5th and 6th graders. History topics in Social Sciences course include first states in Anatolia, Huns that is the first Turkish state, Turkish states founded in Central Asia, Turks' migration to Anatolia, foundation and development of Ottoman states, science, art and economic structure. Additionally, the rise of Islam, states founded by Muslims, conversion of the Turks to Islam, development of science and art are among the history topics, as well.  In 8th grade, for Ataturk's Principles and History of Turkish Revolution course, students attend two hours of lecture per week.  This course covers foundation of the Republic of Turkey, Ataturk's life, Ataturk's Principles and political developments of the related period. In Turkish secondary schools, there is not a course on world history. On the other hand, in Kazakhstan, for the History of Kazakhstan, 5th grade students attend one hour of lecture while 6th, 7th and 8th grade students attend two hours of lecture per week. In the curriculum of the History of Kazakhstan, Turkish states founded in Kazakhstan starts with the Sakas and it covers Turkish states in history, their foundation, development and improvements in science, art and economy. Additionally, 6th, 7th and 8th grade students attend one hour of lecture for the World History course. This course includes topics such as states founded in Asia, Europe, America and Africa, foundation and development of Ottoman Empire and the Republic of Turkey that are among states founded by Turks in Anatolia and developments in science, art and economic structure of the related states.

scholarly journals The Analysis of The Written Test at The End Semester in History Lesson Class X SMA 2 Banda Maluku Tengah Regency

2019 ◽  
Vol 3 (1) ◽  
pp. 47-61
Author(s):  
Najirah Amsi
Keyword(s):  
Quantitative Data ◽  
Power Level ◽  
Secondary Data ◽  
Primary Data ◽  
History Of ◽  
Differentiating Agent ◽  
Written Test ◽  
Bloom Taxonomy ◽  
Level Aspect

The purpose of this study is to determine: (1) the quality of repetition of the semester subjects History class X SMA Negeri 2 Banda viewed from the aspects of materials, construction and language, (2) the distribution of the level of cognitive sphere of Bloom taxonomy measured in repetition of the end of the semester of the eye lesson of class X history of SMA Negeri 2 Banda, (3) quality of repetition of semester subjects of class X history of SMA Negeri 2 Banda viewed from Validity, Reliability, Distinguishing Power, Level of Difficultness, Key Effectiveness and Effectiveness. This research is descriptive quantitative. Data collection techniques are primary data and secondary data. The results showed that these problems have a relatively high (un-reliable) reliability aspect, which is coefficient - 0.1762. From the logical (logical validity) aspect there is one problem that has not been validated yet. From the problem level aspect, 66.67% of the problems are included in the easy criteria, 30% of the questions including medium criteria and 3.33% of the questions including difficult criteria. From the aspect of the differentiating agent, the grains show 7 or 23.33% have bad distinguishing power, 8 grains or 26,67% have weak distinguishing power, 7 grain or about 23,33% have medium distinguishing power, 6 grain or about 20% classified as having both distinguishing power and 2 grains or 6.67% classified as having excellent distinguishing power.

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